Annex 4

INSTRUCTIONAL SUPERVISORY TOOLS

MIS FORM 2
TEACHER’S SUPERVISORY NEEDS FORM (T-MT)

Name of Teacher: _ ____ Date Accomplished:

_____________________

Name of School Head: Date Accomplished:

________________________

School Name: Division:

________________________

Instructions:
1. Accomplish this form before the start or during the first week of the school year. This can be
accomplished together with SAT.
2. Kindly accomplish this form as honestly as possible.
3. The tool is not a measure of competence but will facilitate the Needs of the Teacher that can
be improved through Instructional Supervision of the School Head or Training.
4. The Teacher will accomplish first the tool then the school head will validate thereafter.
5. For your reference, the level of Teacher’s Needs is described as follows:
Low Need (Non-Directive) – The teacher can apply deep knowledge and comprehensive
understanding of the indicator to contextualize the teaching and learning processes. The
teacher shows low need in Instructional Supervision.

Moderate Need (Collaborative) – The teacher can use well-connected pedagogical

aspects of the indicator to create an environment that supports learning goals. The teacher
shows moderate need in Instructional Supervision.

High Need (Directive) - The teacher can use associated pedagogical aspects of the
indicator that usually meets the learners’ developmental goals. The teacher requires High
Instructional Supervision.

Very High Need (Directive) – The teacher has limited use of pedagogical aspects of the
indicator and requires instructional support. The teacher requires Very High Instructional
Supervision.

6. Compute for the average by adding all the scores of the indicators divided by 14. The scores
of both teacher and school head will then be averaged to come up with the final rating. Use
the range to match the IS Teacher category.
7. Sign the form after accomplishing it.
8. Submit to your School Head for validation and for signature.
Note:
● The indicators used in the tool are consistent with the PPST- RPMS.
● The indicators are based on the classroom observable strands for both Proficient and
Highly Proficient Teachers.
● The indicators are selected from the 21 classroom observable strands to fit the
context of the Instructional Supervision and the types of visits.

Teacher’s Needs to School Head’s Rating on

Improve the Teacher’s Needs
CLASSROOM OBSERVABLE INDICATORS Low Moderat High Very Low Moderate High Very High Need
Need e Need Need High Need Need Need
Need (4)
(1) (2) (3) (1) (2) (3)
(4)

PPST Domain 1 – Content Knowledge & Pedagogy

1.Apply knowledge of content within and
across curriculum teaching areas.

2. Use a range of teaching strategies that

enhance learner achievement in literacy
and numeracy skills.

3. Apply a range of teaching strategies to

develop critical and creative thinking, as
well as other higher-order thinking skills.

4. Display proficient use of Mother Tongue,

Filipino and English to facilitate teaching
and learning

5. Use effective verbal and non-verbal

classroom communication strategies to
support learner understanding,
participation, engagement and
achievement

PPST Domain 2 – Learning Environment

Teacher’s Needs School Head’s
Observation
CLASSROOM OBSERVABLE INDICATORS
Low Moderat High Very Low Moderate High Very High
(1) e High (1)
(3) (2) (3) (4)
(2) (4)

6. Maintain learning environments that

promote fairness, respect and care to
encourage learning.

7. Manage classroom structure to engage

learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of
physical learning environments

8. Maintain supportive learning

environments that nurture and inspire
learners to participate, cooperate and
collaborate in continued learning

9. Apply a range of successful strategies

that maintain learning environments that
motivate learners to work productively by
assuming responsibility for their own
learning.

PPST DOMAIN 3 – DIVERSITY OF LEARNERS

10. Use differentiated, developmentally

appropriate learning experiences to
address learners' gender, needs, strengths,
interests and experiences

11. Establish a learner-centered culture by

using teaching strategies that respond to
their linguistic, cultural, socio-economic and
religious backgrounds

12. Design, adapt and implement teaching

strategies that are responsive to learners
with disabilities, giftedness and talents.

PPST DOMAIN 4: CURRICULUM AND PLANNING

13. Plan, manage and implement

developmentally sequenced teaching and
learning processes to meet curriculum
requirements and varied teaching contexts

PPST DOMAIN 5 ASSESSMENT AND REPORTING

14. Design, select, organize and use

diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements

Average

Combined Average (Teacher & School Head)

IS Teacher Category
Range Description IS Teacher Category

3.26- 4.00 Very High Need Directive

2.51 -3.25 High Need Directive

1.74- 2.50 Moderate Need Collaborative

1.00- 1.75 Low Need Non-Directive

______________________________ ________ _____________________________________ ______

Name and Signature of Teacher Date Name Signature of the School
Head Date
 MIS FORM 3
CLASSROOM OBSERVATION CHECKLIST (COC)
(T-MT)
Instructions

1. This Tool shall be used during the Actual Classroom Observation. This can be used together with the COT.

2. This Tool shall be utilized by the IS Provider (MT or SH) to observe the teacher in the classroom.

3. The Tool is UNGRADED and shall only be used to track the competencies being observed or not observed as the
teacher delivers the lesson in the classroom.

4. The IS Provider will mark check ( )on the appropriate column for every indicator being observed or not observed.
If the indicator is not observed, the IS Provider must provide a remark for recommendation or means for further
supervision.

Note:
● The indicators used in the tool are consistent with the PPST- RPMS.
● The indicators are based on the classroom observable strands for both Proficient and
Highly Proficient Teachers.
● The indicators are selected from the 21 classroom observable strands to fit the context
of the Instructional Supervision and the types of visits.

CLASSROOM OBSERVABLE INDICATORS Observed Not Remarks/Agreement

Observed

PPST Domain 1 – Content Knowledge & Pedagogy

1.Apply knowledge of content within and across
curriculum teaching areas.

2. Use a range of teaching strategies that enhance

learner achievement in literacy and numeracy skills.

3. Apply a range of teaching strategies to develop

critical and creative thinking, as well as other higher-
order thinking skills.

4. Display proficient use of Mother Tongue, Filipino and

English to facilitate teaching and learning

5. Use effective verbal and non-verbal classroom

communication strategies to support learner
understanding, participation, engagement and
achievement

PPST Domain 2 – Learning Environment

6. Maintain learning environments that promote
fairness, respect and care to encourage learning.

7. Manage classroom structure to engage learners,

individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of
physical learning environments
8. Maintain supportive learning environments that
nurture and inspire learners to participate, cooperate
and collaborate in continued learning

9. Apply a range of successful strategies that maintain

learning environments that motivate learners to work
productively by assuming responsibility for their own
learning.

PPST DOMAIN 3 – DIVERSITY OF LEARNERS

10. Use differentiated, developmentally appropriate

learning experiences to address learners' gender, needs,
strengths, interests and experiences

11. Establish a learner-centered culture by using

teaching strategies that respond to their linguistic,
cultural, socio-economic and religious backgrounds

12. Design, adapt and implement teaching strategies

that are responsive to learners with disabilities,
giftedness and talents.

PPST DOMAIN 4 CURRICULUM AND PLANNING

13. Plan, manage and implement developmentally

sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts

PPST DOMAIN 5 ASSESSMENT AND REPORTING

14. Design, select, organize and use diagnostic,

formative and summative assessment strategies
consistent with curriculum requirements

Total Number of Observed and Not Observed

Classroom Observable Indicators

IS Teacher Category

Notes:

Range IS Teacher Category

13-14 Classroom Observable Indicators are Observed Non-Directive

9-12 Classroom Observable Indicators are Observed Collaborative

1-8 Classroom Observable Indicators are Observed Directive

______________________________ ________ _____________________________________ ______

Name and Signature of Teacher Date Name Signature of the School
Head Date

MIS FORM 4.1

 MONITORING AND EVALUATION TOOL IN THE INSTRUCTIONAL SUPERVISION
OF IS PROVIDER (Observing Non-Directive Teacher)

Name of IS Monitor: Name of IS Provider:

Position: Position:
School/District/Office: School:
Date of Monitoring:

1. This Tool will be accomplished by the IS Monitor (School Head, PSDS/EPSvr, CID Chief) to the
IS Providers (Master Teacher, School Head, PSDS) as IS Provider.
2. MOVs that are acceptable to the IS Provider but are not identified in this Tool may be utilized.
3. Remarks include the lack/incompleteness of the MOVs presented. It may also contain
suggestion/s or note/s that may help the IS Provider improve on the indicator in focus.
4. A photocopy of this Tool may be given to the IS Provider being monitored for future
reference.

5. Put a checkmark ( ) on the indicators observed.

Phases of Instructional Supervision Submitted Fully Partially Not Remarks

Observed Observed Observed
and its Activities MOVs

Pre-Observation

1. Identified /recognized the Learners’

strengths and needs of the Assessment
teacher based on the relevant Result, Pupils
data. Outputs,
RPMS,

2. Came up with the short list of List of

teachers needing Instructional Teachers
supervision.

3. Informed the identified teachers Memorandu

on the indicators for class m
observation thru a school
memorandum.

4. Held conference with the Meeting

identified teachers and agreed Notes,
with them on the purpose and Observation
scheduled for observation of Schedule
classes.

5. Requested the teachers to Pre-

accomplish the pre-observation observation
form. form

6. Identified the competency to be MELCs,

observed based on the CBOW
Competency-Budget Outlay of
the Week (CBOW)

7. Discussed with the teacher on Notes

what pedagogical approach/es
to be employed in the
development of the lesson and
the appropriate strategy/ies for
assessment

8. Deliberated on the use of Notes

Differentiation of Instruction
considering the types of learners
 there are in the classroom

9. Prepared the schedule of Schedule of

observation and enters it to Observation,
theInstructional Supervisory Instructional
Plan (ISP). Supervisory
Plan

10. Culminated the Pre- Conference

Observation Conference with an notes
inspiring maxim

Actual Observation Submitted Fully Partially Not Remarks

Observed Observed Observed
MOVs

11. Held brief observation Conference

conference with the teacher Notes

12. Reviewed the Pre-Observation

Conference Notes.

12.1 Started the class COC

observation using the Class
Observation Checklist (COC).

12.2 Gathered all relevant Accomplishe

observation while the d
instructional engagements Observation
are on progress. Form,
Observation
Notes

12.3 Invited the teacher for

a post conference at the
office during free period.

Post-Observation Submitted Fully Partially Not Remarks

Observed Observed Observed
MOVs

13.Held Post-Observation
Conference with the teacher
Observed

14.Commended teacher for the Observation

successful lesson delivery. Notes

15.Allowed teachers to describe Observation

what transpired during the actual Notes
teaching.

16.Reinforced the actions of the Observation

teacher. Notes

17.Allowed the teacher to propose Observation

the next steps for the continuing Notes
improvement of instructional
activities using varied strategies.

18.Reinforced the proposed steps Observation

of the teacher. Notes

19.Allowed teacher to set standards Observation

for the next instructional Notes
development activity.

20.Negotiated with the teacher on Observation

other ways of finding solutions for Notes
the identified instructional problem
and redirects the teacher.
21.Agreed on the next supervisory Observation
actions for the professional growth Notes
and development of teachers

Anecdotal/Notation
5
Strengths 9

Developmental Needs

Agreements:

Prepared by: Conforme:

IS Monitor Signature IS Provider Signature

MIS FORM 4.2

MONITORING AND EVALUATION TOOL IN THE INSTRUCTIONAL SUPERVISION
OF IS PROVIDER (Observing Collaborative Teacher)

Name of IS Monitor: Name of IS Provider:

Position: Position:
School/District/Office: School:
Date of Monitoring:
Instruction:
1. This Tool will be accomplished by the IS Monitor (School Head, PSDS/EPSvr, CID Chief) to the
IS Providers (Master Teacher, School Head, PSDS) as IS Provider.
2. MOVs that are acceptable to the IS Provider but are not identified in this Tool may be utilized.
3. Remarks include the lack/incompleteness of the MOVs presented. It may also contain
suggestion/s or note/s that may help the IS Provider improve on the indicator in focus.
4. A photocopy of this Tool may be given to the IS Provider being monitored for future
reference.

5. Put a checkmark ( ) on the indicators observed.

Phases of Instructional Supervision Submitted Fully Partially Not Remarks

Observed Observed Observed
and its Activities MOVs

Pre-Observation

1.Identified /recognized the Learners’

strengths and needs of the teacher Assessment
based on the relevant data. Result, Pupils
Outputs,
RPMS

2.Came up with the short list of List of

teachers needing Collaborative Teachers
Instructional supervision.

3.Informed the identified teachers Memorandu

on the indicators for class m
observation thru a school
memorandum.

4.Held conference with the Meeting

identified teachers and agreed with Notes,
them on the purpose and schedule Observation
for observation of classes. Schedule

5.Requested the teachers to Pre-

accomplish the pre-observation observation
form. form

6.Identified the competency to be MELCS,

observed based on the CBOW
Competency-Budget Outlay of the
Week (CBOW)

7.Discussed with the teacher on Pre-

what pedagogical approach/es to observation
be employed in the development of Notes
the lesson and the appropriate
strategy/ies for assessment

• Allowed teacher to explain how

to teach the lesson.

• Noted opportunities for

improvement.

• Asked questions leading to the

improvement of lesson delivery.

• Noted the improvements cited

by the teacher.

8.Deliberated on the use of Pre-

Differentiation of Instruction observation
considering the types of learners Notes
there are in the classroom.

9.Gave enough time for the teacher Accomplishe

to finalize the pre-observation form. d pre-
observation
form

10.Prepared the schedule of Schedule of

observation and entered it to the Observation,
Instructional Supervisory Plan (ISP). Instructional
Supervisory
Plan

11.Culminated the Pre-Observation Conference

Conference with an inspiring maxim notes

Fully Partially Not

Actual Observation Submitted Observed Observed Observed Remarks
MOVs

12.Held brief observation Conference

conference with the teacher Notes

13.Established an encouraging
atmosphere.

14.Reviewed the Pre-Observation Conference

Conference Notes and pre- notes, Pre-
observation form. observation
form

15.Signalled the start of the class COC

observation using the Class
Observation Checklist (COC).

16.Gathered all relevant Accomplishe

observation while the instructional d
engagements are on progress. Observation
Form,
Observation
Notes

• Noted what went well and what Observation

needs to be improve. Notes

• Highlighted opportunities for Observation

improvement. Notes

• Consolidated all observations Observation

for the post conference. Notes

• Validated some learners’ Observation

outputs available. Notes

17.Invited the teacher for a post

conference at the office during free
period.

Submitted Fully Partially Not Remarks

Observed Observed Observed
MOVs
Post-Observation

18.Held Post-Observation
Conference with the teacher
Observed

19.Commended teacher for the Observation

 6
2
successful lesson delivery. Notes

20.Provided opportunity for teacher Observation

to recognize and share his/her Notes
strengths and limitations.

Fully Partially Not

Submitted Observed Observed Observed Remarks
MOVs

21.Identified what factors lead to Observation

teacher’s success. Notes

22.Clarified the instructional needs Observation

of the teacher. Notes

23.Analyzed and shares significant Observation

observations. Notes

24.Clarified identified opportunities Observation

for improvement. Notes

• Allowed teacher to think of Observation

better ways to deliver the Notes
lesson.

• Affirmed teacher’s creativity.

Observation
25.Agreed on what to do next. Notes

• Scheduled the next visit. Schedule

• Ended the conference with a

motivating message.

Anecdotal/Notation

Strengths

Developmental Needs

Agreements:

Prepared by: Conforme:

IS Monitor Signature IS Provider Signature

MIS FORM 4.3

 MONITORING AND EVALUATION TOOL IN THE INSTRUCTIONAL SUPERVISION
OF IS PROVIDER (Observing Directive Teacher)

Name of IS Monitor: Name of IS Provider:

Position: Position:
School/District/Office: School:
Date of Monitoring:

Instruction:
1. This Tool will be accomplished by the IS Monitor (School Head, PSDS/EPSvr, CID Chief) to the
IS Providers (Master Teacher, School Head, PSDS) as IS Provider.
2. MOVs that are acceptable to the IS Provider but are not identified in this Tool may be utilized.
3. Remarks include the lack/incompleteness of the MOVs presented. It may also contain
suggestion/s or note/s that may help the IS Provider improve on the indicator in focus.
4. A photocopy of this Tool may be given to the IS Provider being monitored for future
reference.

5. Put a checkmark ( ) on the indicators observed.

Phases of Instructional Supervision Submitted Fully Partially Not Remarks

Observed Observed Observed
and its Activities MOVs

Pre-Observation

1.Identified /recognized the Accomplishe

strengths and needs of the teacher d RPMS,
based on the relevant data. Teachers
Observation
Form

2.Came up with the short list of List of

teachers needing this approach of Teachers
Instructional supervision. Needing DIS

3.Informed the identified teachers School

on the indicators for class Memorandu
observation thru a school m
memorandum.

4.Held conference with the Pre-

identified teachers and agrees with observation
them on the purpose and schedule Conference
for observation of classes. Notes

5.Requested the teachers to Accomplishe

accomplish the pre-observation d Pre-
form. observation
Form

6.Identified the competency to be MELCs,

observed based on the CBOW
Competency-Budget Outlay of the
Week (CBOW)

7.Discussed with the teacher on Pre-

what pedagogical approach/es to observation
be employed in the development of Conference
the lesson and the appropriate Notes
strategy/ies for assessment

8.Deliberated on the use of Pre-

Differentiation of Instruction observation
considering the types of learners Conference
there are in the classroom Notes

9.Prepared the schedule of Filled out ISP

observation and enters it to the
Instructional Supervisory Plan (ISP).

10.Culminated the Pre-Observation Pre-

Conference with an inspiring maxim observation
Conference
Notes

Actual Observation Fully Partially Not Remarks

Observed Observed Observed

11.Held brief observation Conference

conference with the teacher Notes

12.Reviewed the Pre-Observation Pre-

Conference Notes . observation
Conference
Notes

Actual
13.Started the class observation observation
using the Class Observation Conference
Checklist (COC). Notes

14.Gathered all relevant Accomplishe

observation while the instructional d COC
engagements are on progress.

15.Invited the teacher for a post Conference

conference at the office during free Notes
period.

Post-Observation Submitted Fully Partially Not Remarks

Observed Observed Observed
MOVs

16.Held Post-Observation Post-

Conference with the teacher observation
Observed Conference
Notes

17.Commended teacher for the Conference

successful lesson delivery Notes

18.Asked the teacher on which part Conference

of the lesson that needs Notes
improvement.

19.Provided technical assistance on Pre-

how the areas specified by the observation
teacher could be improved Conference
Notes

20.Informed the teacher on the COC

overall results of the actual
observation

Anecdotal/Notation

Strengths

Developmental Needs
Agreements:

Prepared by: Conforme:

IS Monitor Signature IS Provider Signature

MIS FORM 5
MONITORING AND EVALUATION TOOL IN OBSERVING THE OBSERVER PROCESS
(PSDS/EPSvr - SCHOOL HEAD – MT/T)

Name of School Head: Name of PSDS:

Position: Position:
School: Date of Monitoring:
Instruction:
1. This Tool will be accomplished by the PSDS/EPSvr providing instructional supervision to the
SH (IS Monitor) observing the Master Teacher (IS Provider).
2. MOVs that are acceptable to the Observer but are not identified in this Tool may be utilized.
3. Remarks include the lack/incompleteness of the MOVs presented. It may also contain
suggestion/s or note/s that may help the IS Provider improve on the indicator in focus.
4. A photocopy of this Tool may be given to the IS Monitor being monitored for future reference.

5. Put a checkmark ( ) on the indicators observed.

Phases of Instructional Supervision Submitted Fully Partially Not Remarks

Observed Observed Observed
and its Activities MOVs

Pre-Observation

1. Coordinates with the Master Instructional

Teacher on the list of teachers Supervisory
needing directive/collaborative/non- Plan
directive supervision and the
schedule of observation

2. Establishes purpose of Memoranda

observation.

3. Joins the pre-conference Notes/

conducted by the Master Teacher conference
to the teacher scheduled for notebook/su
observation. pervisory
plan

4. Observes the processes. Conference

notes

5. Notes down the Master Teacher’s Conference

strengths and weaknesses in notes
facilitating the pre-conference.

Actual Observation Fully Partially Not Remarks

Observed Observed Observed

1.Holds brief conference with the

Master Teacher.

2. Reviews what is expected in the

teaching learning process

3. Listens and observes the Master

Teacher as he/she does the
following:

a. Goes over the pre-observation Pre-

form with the teacher for observation
clarification. Form

b. Give the signal for the teacher

to start.

4.Observes the teaching learning Observation

process. form

a. Notes what went well and

what needs to be improved.

b. Highlights opportunities for

improvement.
 c. Consolidates all observations
for the post conference.

Post-Observation Submitted Fully Partially Not Remarks

Observed Observed Observed
MOVs

1.Joins post-conference conducted

by the Master Teacher.

2. Observes the process. Notes,

Observation
Form

3. Observes and notes down the Notes,

school head’s strengths and Observation
weaknesses in facilitating the post- Form
conference.

4. Commends the Master Teacher

for the instructional support
provided to the teacher once the
teacher is dismissed.

5. Discusses what went right. Notes,

Observation
Form

6. Clarifies what needs to be Notes,

improved. Observation
Form

7. Provides input on how to

effectively provide instructional
supervision.

8. Thanks the Lord for the day’s

undertaking.

Anecdotal/Notation

Strengths

Developmental Needs

Agreements:

Prepared by: Conforme:

PSDS SCHOOL HEAD

 MIS FORM 6
MONITORING AND EVALUATION TOOL IN THE IMPLEMENTATION OF THE
INSTRUCTIONAL SUPERVISION AND PROCESSES

Name of Evaluator: Division:

Position: MIS Implementer/Focal:
Office: Date of Monitoring & Evaluation:

Instruction:
1. This Tool will be accomplished by personnel conducting the Monitoring and Evaluation in the
Schools Division Offices in the Implementation of MIS and Process.
2. This can be a self-assessment tool in the SDO or a tool that will be utilized by the Regional EPS
designated in the M&E of MIS and Processes.
3. MOVs that are acceptable to the IS Evaluator but are not identified in this Tool may be utilized.
4. Remarks include the lack/incompleteness of the MOVs presented. It may also contain
suggestion/s or note/s that may help the SDO improve on the indicator in focus.
5. A photocopy of this Tool may be given to the SDO being monitored for future reference.

6. Put a checkmark ( ) on the indicators observed.

Instructional Supervision Processes Submitted Fully Partially Not Remarks
Impleme Impleme Impleme
and its Activities MOVs nted nted nted

The Division Office through the

IS Managers and IS Monitors…

1. Issued Memorandum for the Memorandum

ISM implementation

2. Conducted orientation on Memorandum

the MIS and how the M and ,
E shall be done
Attendance

3. Created Monitoring Team Approved list

(IS Monitors) of IS Monitors

4. Issued Memorandum on the Memorandum

Team Composition and , Attendance
conducts separate
orientation

5. Developed the Implementati

Implementation Plan and on Plan,
Supervisory Plan Supervisory
Plan

6. Developed the M and E Plan M & E Plan

7. Communicated the plan to Memorandum

the IS Providers

8. Implemented the M and E M&E Tool,

Plan based on Schedule Schedule,
Minutes

9. Collected the data and Consolidated

information through Report

available and allowable

means (F2F, Virtual,
Portfolio)

10.Validated the Data and Survey Tool,

Information through Survey Focus Group
Discussion, Key
Tool, Focus Group Informant
Discussion & Key Informant Interview
Interview

11.Consolidated the Identified Consolidated

Strengths and Report

Developmental Needs of
the IS Providers

Instructional Supervision Processes Submitted Fully Partially Not Remarks

Impleme Impleme Impleme
and its Activities MOVs nted nted nted

The Division Office through the

IS Managers and IS Monitors…

12.Submitted report to the Submitted

Division Office & Regional Report Copy,

Office Transmittal

13.Developed TA/IS Plan TA/IS Plan

based on Identified needs
 14.Implemented the TA/IS Plan TA/IS Design,
Schedule, Report

15.Evaluated the Progress and M&E Tool

Performances of IS
Providers

16.Submitted Progress report Submitted

to DO & RO Report Copy,
Transmittal

Anecdotal/Notation

Good Practices

Developmental Needs

Agreements:

Prepared by: Conforme:

IS Evaluator ISME Focal/Coordinator/IS Provider

 MIS FORM 7
EFFICIENCY TOOL IN THE IMPLEMENTATION OF INSTRUCTIONAL
SUPERVISION
(FOR IS PROVIDERS)

Name of IS Provider: Division:

Position: Assigned IS Monitor & Position:
School: Position:
Date: Office/Unit:

Instruction:
1. This Tool will be accomplished by an IS Providers (School Heads/Master Teachers)
2. This should be given every after the M&E of the IS Monitor.
3. A photocopy of this Tool should be given to the IS Monitor.

4. Put a checkmark ( ) on the indicators observed.

5. Reference for Rating:
(4) Strongly Agree - means all the elements and characteristics specified in the indicators
are well accomplished, observed, and provided and have exceeded the expectation
(3) Agree - means all the elements and characteristics specified in the indicators are
accomplished, observed and provided and have met the expectation.
(2) Disagree –means some elements and characteristics specified in the indicators are
accomplished, observed and provided and have mostly met the expectation.
(1) Strongly Disagree - means all the elements and characteristics specified in the indicators
are NOT accomplished, observed and provided.

Facets of the Instructional Strongly Agree Disagree Strongly Suggestion/s for Improvement
Agree Disagree
Supervisory Manual and Its (3) (2)
Providers (4) (1)

A. The Manual of
Instructional Supervision
(MIS) has a…

1.clear and understandable

statement of purpose and
objectives that are aligned
to the goals of improving
learning delivery and
outcomes.

2. strong legal bases that

support the creation and
implementation of the
manual

3. clear and understandable

Instructional Supervision
Framework that explains the
schematics of the
Supervision and its output.

4. provision of a well-
structured Organizational
Structure in the
Implementation of MIS

5.specification on a well-
indicated functions and
responsibilities of the ISM
implementers from Top-to-
Bottom organizational levels

6.well-explained
Instructional Supervisory
Approaches with clarity on
types of teachers being
observed and its cycle of
observations and level of
supervision

7.clear Instructional
Supervision Flow with
specific activities in Pre,
Actual and Post Observation
Cycles

8.clear Monitoring and

Evaluation Guidelines and
Processes

9. provision of appropriate M
& E Tools that are easy and
convenient to use.

10. definition of terms for

reference

Facets of the Instructional Strongly Agree Disagree Strongly Suggestion/s for Improvement
Agree Disagree
Supervisory Manual and Its (3) (2)
Providers (4) (1)

B. The Instructional
Supervision Monitor

B.1 Technical
Implementation
Competence

1.Developed the
Implementation and M and E
Plans

2.Communicated the
Implementation plan and
M&E plans to the IS
Providers

3.Implemented the
Implementation and M and
E Plans

4.Collected the data and

information through
available and allowable
means (F2F, Virtual,
Portfolio)

5.Validated the Data and

Information through Survey
Tool, Focus Group
Discussion & Key Informant
Interview

6.Consolidated the
Identified Strengths and
Developmental Needs of
the IS Providers

7.Submitted the Monitoring

Report to the Division Office

8.Developed TA/IS Plan

based on Identified needs

9.Implemented the TA/IS

Plan

10.Evaluated the Progress

and Performances of IS
Providers

11. Recognized the

Performances of the IS
providers

B.2 Behavioral Strongly Agree Disagree Strongly Suggestion/s for Improvement

Agree Disagree
Competence (3) (2)
(4) (1)

1.Possessed a motivating
disposition in all facets of
the Implementation and M&
E

2. Pointed out corrective

findings in a constructive
manner and provided
valuable suggestions for
improvement

3. Showed clarity of
instruction and
approachable means of
giving directions in the
implementation of IS

4. Showed fairness and

transparency of the results
and reports in the conduct
of IS Monitoring &
Evaluation

5.Showed respectful ways

and approaches during the
conduct of IS Monitoring &
Evaluation
Average Rating

Description

Legend 3.26.-4.00 – Very Satisfactory

2.51-3.25- Satisfactory

1.76-2.50- Fairly Satisfactory

1.00-1.75- Not Satisfactory

Anecdotal/Notation

Good Practices

Suggestions for Improvement

Prepared by:

Name and Signature of IS Provider